2025-10-222025-10-222025-07-03BATISTA, Jhonatas Almeida. Inclusão e interações sociais de estudantes com TEA: um estudo comparativo de diretrizes nacionais, estaduais e locais. Orientadora: Vergas Vitória Andrade da Silva. 2025. 32 f. Trabalho de Curso (Licenciatura em Ciências Sociais) - Faculdade de Ciências Sociais, Instituto de Filosofia e Ciências Humanas, Universidade Federal do Pará. Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8731. Acesso em:.https://bdm.ufpa.br/handle/prefix/8731Building truly inclusive education remains one of the greatest challenges for Brazilian education systems. In this context, normative documents such as the Base Nacional Comum Curricular (BNCC), the Documento Curricular do Estado do Pará (DCE-PA), the Projeto Político-Pedagógico (PPP) of state and municipal networks, and the Plano Municipal de Educação of Belém establish general guidelines for inclusion. However, despite emphasizing the appreciation of students' singularities, these documents reveal significant gaps, particularly regarding the identification and monitoring of phenomena such as masking, as well as the development of strategies to mediate social interactions in the school environment. This study aims to comparatively analyse how these five documents contribute to or limit the social participation and inclusion of students with autism spectrum disorder (ASD). The research adopts a qualitative, documentary-based approach, involving the selection and cataloguing of materials, identification of key terms (“ASD,” “autism,” “inclusion,” “masking,” “social interaction”), thematic coding, and the construction of comparative matrices. The results indicate that, although all documents reinforce the commitment to inclusion and diversity, they lack clear guidelines on pedagogical practices, mediation of social interactions, use of assistive technologies, and continuous teacher training in augmentative communication and sensory support. At the municipal level, the Education Plan presents advances by including goals aimed at serving students with ASD and expanding multifunctional resource rooms; however, it still lacks technical criteria for selecting tools and defining effectiveness indicators. It is concluded that, despite the institutional discourse in favor of inclusion, a gap persists between normative principles and effective practices, which maintains barriers to the full participation of autistic students. Therefore, it is urgent to reformulate curricular guidelines to include protocols for early identification of ASD, specialized teacher training, systematic social mediation strategies, and detailed guidance for implementing assistive technologies.Acesso AbertoDiretrizes curricularesInclusão escolarInterações sociaisMaskingTranstorno do Espectro AutistaCurricular guidelinesSchool inclusionSocial interactionsAutism Spectrum DisorderCNPQ::CIENCIAS HUMANAS::SOCIOLOGIATrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil